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District leaders propose hybrid block schedule for ninth and tenth graders, target fall 2026
Summary
District administrators outlined a plan to move math and English to daily, shorter periods for South Campus freshmen and sophomores beginning fall 2026 and discussed pilot timing and union coordination.
District administrators described a proposed "hybrid block" schedule designed to have ninth‑ and tenth‑grade students at South Campus see English and math teachers every day in shorter segments rather than 90‑minute blocks.
Dr. Shippauer said the proposal responds to lower than desired test results in math and English and to teacher and student feedback that students would benefit from seeing these teachers daily. "We think the schedule is building a roadblock from our teachers to be as effective as they are and our students to learn as effectively as they can," Shippauer said. The plan would keep the overall block schedule for electives, science and PE but split a block so students would receive about 43 minutes of math and 43 minutes of English each day.
Dr. Pekowski described drafting schedules with PowerSchool and working through complex logistics for special education and co‑taught classes. He said teachers provided feedback that made the administration choose a fall 2026 start to give staff time to map curriculum and adapt instruction. "We would want to see that freshman class through to their junior year," Pekowski said, indicating the district would monitor the cohort for at least two years to measure effects.
Administrators said the proposal is not yet a board motion; it requires bargaining‑unit discussions and more planning. Board members asked whether other districts had adopted similar hybrids and whether early data exist; administrators cited several districts piloting similar changes but said it was too early for conclusive, multi‑year test‑score results.
Why it matters: The scheduling change would alter daily class time for core subjects for an entire campus cohort and could affect instruction, staffing and student testing outcomes. Administrators framed it as a multi‑year experiment requiring teacher buy‑in and careful scheduling.
Next steps: Administration will continue planning, work with the teachers' union on implementation details, and present a finalized plan for future board consideration. No formal vote occurred at this meeting.
